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Muhammad Arief Rizka
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Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Published by Universitas Pendidikan Mandalika
ISSN : -     EISSN : 24427667     DOI : 10.33394
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran (JK) contains scientific articles from research in Education, Teaching and Learning which include : 1. Formal/School Education 2. Nonformal/Community Education 3. Informal/Family Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 40 Documents
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Search results for , issue "Vol 10, No 3 (2024): September" : 40 Documents clear
A Phenomenological Study of Students’ Problem-Solving Skills : A View from Cultural Background Adi Dewantoro; Citra Tectona Suryawati; Alifiya Haura Pramonoputri; Diva Asri Agustin; Lokahita Narima Purnajati
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12363

Abstract

This research aims to analyze students' problem-solving skills from the perspective of their cultural background. This research used a qualitative approach with a phenomenological method. Data were collected through interviews and verification of cultural background from identity cards, and analyzed following Moustaka's method. The research findings revealed that students had three main ways of approaching problem-solving. Firstly, university students chose solutions influenced by the cultural practices they embrace.  Secondly, university students selected solutions with assistance from close acquaintances while adhering to societal norms.  Lastly, university students  emphasized the importance of resolving issues thoroughly.
Bridging Gender Differences : Exploring the Effect of Social Support and Campus Culture on Self-Regulated Learning in Higher Education Fawziah Zahrawati B; Jumaisa Jumaisa; Andi Aras
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12684

Abstract

This study aims to examine self-regulated learning based on gender using two factors, namely social support and campus culture, and analyze the moderation effects presented by these two factors. This study was a quantitative approach with an expost facto method. The population was all students in the Social Sciences Education Study Program of the Parepare State Islamic Institute for the 2019-2023 batch of 116 students. There were 34 men and 82 women. The research sample took a saturated sample, namely the entire population. The data collection techniques were questionnaires, documentation, and interviews. Testing the research hypothesis was carried out using SmartPLS. The study found that social support significantly increased SRL, with a stronger effect on male students than female students. A positive campus culture also increases SRL, but its effect is weaker on female students. Campus culture moderates the effect of social support on SRL, amplifying its effectiveness, especially in male students. Social support also moderated the effect of campus culture on SRL, strengthening the motivation and confidence of male students, although the impact was slightly weaker on female students but still relevant. These results suggest that social support and campus culture enhance SRL, particularly among male students. It is crucial to design interventions that consider gender differences to achieve the best possible results.
Instructional Leadership : Principal's Challenges and Solutions in Enhancing Students' Academic Performance Ahmad Lani; Hezzrin Pauzi
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12862

Abstract

This study aims to investigate the principal's challenges and potential solutions for improving students' academic performance through instructional leadership. The qualitative approach is implemented by applying fragmentary observations, documents, and individual and group interviews The informants of this research were principals and teachers from two schools and one of the Indonesian community learning center. The data analysis technique used is thematic content analysis using ATLAS.ti software. The findings indicated that the principals' responsibilities in developing instructional leadership were categorized into five primary themes: concept, planning, program and execution, supervision, evaluation, and learning implication design. Challenges identified include schools' limited budget and the lack of teachers, students, and parents' problems. Some solutions discovered encompass optimizing the schools' budget, staff, and teachers, stakeholder collaboration and bipartite cooperation, student-teach-student, role modeling, counseling guidance, inspiring talks, and smart parenting. The principals recommended designing the school instructional leadership concept, formulating the planning, coordinating the program and its implementation, organizing the supervision and evaluation, constructing the learning implications, and identifying the challenges to secure solutions.
The Influence of ChatGPT Usage and Entrepreneurship Education on Students' Entrepreneurial Intentions with Innovative Behaviour as a Mediating Variable : The Perspective of Social Cognitive and Experiential Learning Theory Sutrisno Sutrisno; Siminto Siminto; Syamsuri Syamsuri; Pilifus Junianto; Susatyo Adhi Pramono
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12375

Abstract

This study aims to examine a model that integrates social cognitive theory and experiential learning theory in the context of using ChatGPT and entrepreneurship education to enhance students' entrepreneurial intention, considering the mediating role of innovative behaviour. This research uses a quantitative approach with a survey method using SEM-PLS data analysis to explore the relationship between the relevant variable. Purposive sampling technique is used to select samples that meet specific criteria. The research sample consisted of 139 students in Yogyakarta, Indonesia, with data collected via an online questionnaire. The study results indicate that the use of ChatGPT, entrepreneurship education, and innovative behaviour positively and significantly influence students' entrepreneurial intentions, in line with social cognitive and experiential learning theory. Innovative behaviour also plays a significant role as a mediating variable. This research suggests that educational institutions can further optimize the use of technology, such as ChatGPT, in entrepreneurship curricula and provide more practical experiences to strengthen students' entrepreneurial intentions.
Digital Literacy Research in Education : Trends and Insights Febi Adriana Mutiara Sogalrey; Febriani Safitri; Meylani Aljeinie Tijow; Desy Anita Karolina Sembiring; Putri Ellen Gracia Risamasu
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12490

Abstract

This study explores the latest trends and insights on digital literacy in education through bibliometric analysis. Using data from the Scopus database and VOSviewer software, the study analyzed 3,386 publications on digital literacy in educational contexts from 2015 to 2024. Qualitative content analysis methods were used to code and interpret text data. Findings show a significant growth in the number of publications, with the highest peak in 2023. The United States led the research contributions, followed by Spain, the United Kingdom, and Indonesia. The dominant field of study was social sciences, followed by computer science and engineering. Lead authors include Makhachashvili, R., with affiliations at Universidad Salamanca and Monash University. Significant trends identified include an increased focus on digital health, information accuracy, and online learning in response to the COVID-19 pandemic. The study emphasized the importance of digital literacy as a critical skill in a digital society, and identified gaps in the existing literature. This encourages further research to explore the impact of digital literacy on student learning outcomes and education policy. These findings can be a guide for developing a more relevant curriculum by integrating local cultural and technological elements, as well as improving the quality of education.
Digital Enjoyment or Social Disconnection : How Do Online Games Affect Students' Social Lives? Chrisanta Kezia Yemima; Diana Septi Purnama
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12675

Abstract

This research aims to analyze the relationship between online game addiction and social interaction and its implications for students' enthusiasm for learning. This research used a quantitative approach with a survey method involving 100 Surakarta students selected through purposive sampling. The instrument used to measure Social Interaction was adapted from  (2024) with a reliability coefficient (alpha) of 0.915. And the Online Game Addiction Scale, adapted fromArua et al., (2023) with a reliability coefficient (alpha) of 0.853. Data analysis used descriptive statistics, assumption tests, Pearson correlation, t-test, and coefficient of determination. The results showed that the majority of respondents had a moderate level of online gaming addiction, with a significant negative correlation between gaming addiction and social interaction. Addiction rates were higher in men than women. Interventions should target social and individual contexts, combining education and social support to reduce online gaming addiction among students. Students addicted to online games tend to spend more time in the virtual world; this can divert students' enthusiasm from learning activities. Students become less focused, get tired quickly, or lose enthusiasm for learning because more time and energy is devoted to playing games. 
Gamification in Enhancing Student Financial Knowledge, Engagement, and Enjoyment in Financial Education Arief Yulianto; Suwito Eko Pramono; Angga Pandu Wijaya; Nasrun Nasrun
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12653

Abstract

This study aims to examine the impact of gamification on financial knowledge through student enjoyment and student engagement. This study employed a quantitative approach and used a survey to examine the relationships between variables. The sampling technique used was purposive sampling, with 289 students who have previously received financial education at a public university participating as respondents. The research instrument utilized a questionnaire developed based on prior studies. The results were tested using Variational Bayesian Structural Equation Modeling (VB-SEM) to analyze the influence between variables. The findings showed that gamification had a positive impact on student enjoyment and student engagement. This study demonstrates that gamification does not directly influence students' financial knowledge. Student engagement fully mediated the effect of gamification on students' financial knowledge, whereas enjoyment does not affect students' financial knowledge. This study underscores the importance of fostering student engagement in gamification to enhance financial knowledge. The implications of this research include strengthening student engagement through various strategies, such as apperception, motivation, and interaction during the use of gamification in financial education.
Do Habits of Mind and Cognitive Style Affect Critical Thinking Ability of High School Students? Yohana Dwi Kristiani Sinaga; Elly Arliani
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12730

Abstract

This research aims to analyze the influence of habits of mind and cognitive style (field dependent and field independent) on the critical thinking ability of high school students. This research employs a mixed-method approach with an explanatory sequential design and a QUAN → qual model. The population consists of all 11th-grade high school students in Sintang Regency, West Kalimantan Province, with a sample of 385 students and 19 students serving as interview informants. The instruments used include a critical thinking ability test, habits of mind questionnaire, GEFT, and interview guidelines. The analysis techniques employed are descriptive analysis, inferential analysis, and qualitative analysis based on Miles & Huberman. The results show that habits of mind and cognitive style simultaneously have a significant influence on critical thinking ability. Furthermore, based on the coefficient of determination, it is found that habits of mind and cognitive style together have the power to explain critical thinking ability. The implication is that teachers need to adjust learning strategies based on students' cognitive styles and develop habits of mind to improve their critical thinking skills.
Evaluating the K-13 Versus Merdeka Curriculum : Impacts on Primary, Junior, and Senior High School Education in Indonesia Endra Priawasana; Singgih Subiyantoro
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12060

Abstract

This study aims to evaluate the impacts of the 2013 Curriculum and the Merdeka Curriculum on primary, junior, and senior high school education in Indonesia. The 2013 Curriculum was introduced to enhance critical thinking, creativity, and character education, while the Merdeka Curriculum emphasizes greater flexibility, independence, and student-centered learning approaches. This study used a mixed-methods with a comparative analysis to assess educational outcomes, teacher and student adaptability, and overall satisfaction within these distinct curricular contexts. Data was collected via surveys, interviews, and academic performance metrics from a representative sample of schools across different regions of Indonesia. Quantitative data from surveys were analyzed using descriptive statistics and inferential statistics, including t-tests and ANOVA, to compare student engagement levels and academic performance under both curricula. Qualitative data from interviews and observations were coded and analyzed thematically to capture the nuanced experiences and perceptions of teachers and students. Research findings show that the 2013 Curriculum and the Merdeka Curriculum have their strengths and weaknesses, the latter is generally viewed more favorably by teachers and students for its emphasis on flexibility, learner autonomy, and holistic development. The Merdeka Curriculum has shown promise in fostering student engagement, critical thinking skills, and creativity, yet challenges persist in terms of implementation, teacher training, and resource allocation. A novel finding of this research is the significant improvement in holistic assessment practices under the Merdeka Curriculum, which better captures student competencies beyond standardized testing. Additionally, the study highlights the critical role of equitable resource allocation and continuous professional development for teachers in the successful implementation of curriculum reforms.
Effectiveness of Interdisciplinary Approach in Midwifery Higher Education Curriculum : Scoping Review Veronica Fernandez; Ari Indra Susanti
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12606

Abstract

This study aims to analyze the effectiveness of the interdisciplinary approach in midwifery higher education curricula. The research method utilized a scoping review of the Scopus, PubMed, and ScienceDirect databases. This method included the identification of research questions, searching for appropriate literature, selecting relevant studies, and mapping and analyzing data to identify knowledge gaps. The data analysis technique employed was thematic analysis. The results identified ten key articles that highlighted several key themes: midwifery education and training models, implementation of global standards, innovation in learning, and interprofessional collaboration. Findings showed that the Continuity of Midwifery (CoM) approach and mentor training positively impacted students' learning experiences, but clinical evaluation and supporting facilities still require significant improvement. The CoM education model underscored students' preferences for autonomous and collaborative practice. Enhancements to clinical evaluation and support facilities were recognized as important steps to improve the quality of education. Additionally, the implementation of global standards and innovation in interprofessional education is crucial for improving interprofessional collaboration and care outcomes. It is recommended to strengthen interprofessional approaches and community learning, as well as to engage students as researchers, to prepare them for the complex challenges in midwifery practice. These steps are expected to enhance the competency of midwifery graduates globally.

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